Contact with nature in educational settings might help cognitive functioning and promote positive social behaviour

• Autores: Giuseppe Carrus, Ylenia Passiatore, Sabine Pirchio, Massimiliano Scopelliti
• Localización: PsyEcology: Bilingual Journal of Environmental Psychology / Revista Bilingüe de Psicología Ambiental, ISSN-e 1989-9386, ISSN 2171-1976, Vol. 6, Nº. 2, 2015, págs. 191-212
• Idioma: inglés
• DOI: 10.1080/21711976.2015.1026079
• Títulos paralelos:
  • El contacto con la naturaleza en los contextos educativos podría mejorar el funcionamiento cognitivo y fomentar el comportamiento social positivo
• Enlaces
  • Texto completo
• Resumen
  • español

    El presente trabajo investiga los efectos positivos del contacto con la naturaleza en contextos educativos con niños en edad preescolar. Varios estudios han demostrado que el contacto con la naturaleza favorece múltiples resultados positivos. En un estudio llevado a cabo en Italia, probamos la hipótesis según la cual la exposición a la naturaleza en contextos educativos fomenta la restauración psicológica, refuerza los recursos cognitivos y afectivos de los niños y aumenta la calidad de la interacción social infantil. Se evaluó el rendimiento de los niños en actividades estructuradas y su comportamiento en juegos libres por medio de la observación sistemática, tras pasar un periodo de tiempo en un espacio verde exterior y en un espacio interior, respectivamente. Los participantes fueron 39 niños de cuatro centros preescolares diferentes del área metropolitana de Roma. Los resultados confirmaron el patrón hipotético que sugería que el contacto con espacios verdes exteriores influye positivamente en el rendimiento cognitivo infantil y en el estado afectivo y el comportamiento social de los niños.

  • English

    This research investigates the positive effects that contact with nature in educational settings has on pre-school children. Several studies have shown that contact with nature promotes many beneficial outcomes. In a study conducted in Italy, we tested the hypotheses that exposure to nature in educational settings promotes psychological restoration, strengthens children’s cognitive and affective resources and increases the quality of children’s social interaction. Children’s performance in structured activities and behaviour in free play were assessed through systematic observation, after time spent in outdoor green versus indoor space, respectively. The participants were 39 children from four different childcare centres in the Rome area. Findings confirm the hypothesized pattern, suggesting that contact with outdoor green spaces positively influences children’s cognitive performance, affective states and social behaviour.

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